Appropriate Religious Content for RE lessons ~ by religion and by key stage.

Save this PDF as:
Size: px
Start display at page:

Download "Appropriate Religious Content for RE lessons ~ by religion and by key stage."

Transcription

1 Paper I Appropriate Religious Content for RE lessons ~ by religion and by key stage. The grids in this section describe appropriate content and give examples of teaching and learning activities at key stages 1-3 with reference to the six principal religions in the UK. They are based on a very significant piece of work which the government agency SCAA published many years ago in 1994, but still relevant: ing Groups of educationists from the 6 religions identified the key concepts they would like to be included in teaching about their religions, and suggested age-appropriate ways of using the key concepts identified. The Faith Community ing Group Reports are available from the website ( is SCAA s successor): These materials suggest teaching activities that relate to the attainment targets of the Nottingham City and County RE syllabus. They are not a replacement for the programme of, but provide teachers with checklists, examples and ideas about the individual religions that can be included in the RE programme of. The intention is to provide helpful and thoughtful guidance for teachers as they construct a scheme of work for their school. The grids can also be used to illustrate progression and cohesion between key stages, showing how pupils learning may move on, and how teachers can plan increasingly challenging work. Suggestions are printed like this: Learning about religions in plain text Learning from religion in italic text The connections with the units of the programme of published by the Qualifications and Curriculum Authority in the third column are to assist teachers in making use of s non-statutory guidance. Major links are shown in larger type, and minor links in smaller type. The use of the word : Debate about the idea of one and about the use of the word by different religions will continue, but for the purposes of this syllabus, the word is often used in the context of a particular religion, so we speak of Christian understandings of or the Sikh view of or Hindu accounts of the divine. Teachers may find this language useful when handling the concept of with pupils. These ideas are intended to support and guide teachers, but are not in any sense prescriptive.

2 Christianity at Key Stage One Examples for pupils in FS2, Year 1 and Year 2 The Christian understanding of as a loving and caring father and creator Jesus Jesus, his life, death and significance to Christians Bible The nature and content of the Bible the holy book of the Christian faith Church The significance of the Church: buildings and communities Beliefs and values Christian beliefs and values based on the teachings of Jesus and exemplified in the lives of great Christians and Christian living today Christianity in Nottingham city and county and the region. Living as Christians in Nottingham city and county Re-tell the Bible s creation story using story-telling, picture sequencing, dance; Read or listen and respond to songs and poems about as father and s Holy Spirit as helper ; Think of the puzzling questions about the world they would like answered; Respond to some experiences and images of the natural world. Festivals: Have a guided imagery visit to the Christmas stable and recall what you saw and how you felt; Talk about why Jesus is important to Christians; Festivals: Make an Easter garden and talk about how Jesus followers might have felt when he died; Talk about gift-giving and gift-receiving; Experience thanking and being thanked, praising and being praised; Share their experiences which relate to the Christmas story, such as the birth of a baby, feeling loved; Talk about endings and beginnings in their lives. Share their experiences and feeling; Look for signs of new life in the world. Talk about why some thing are more special than others; Look at a variety of Bibles; Talk about why the Bible is special to Christians; Listen to someone reading stories from the Bible; Talk about what is special to them; Talk about their own special books and why they are important to them; Respond to hearing some Bible stories about safety and danger. Collect information from a Church visit / watching a video / look at photographs; Talk about what happens in a church; Talk about believers as the Church ; Look at some Christian symbols and discuss their meanings, for example doves, wind and fire for the Holy Spirit; Talk about why some places and people are special to them; Share thoughts and feelings on belonging to a group; Talk about their thoughts and feeling related to a Church visit; Think about using all the senses (taste, touch, sight, hearing and smell as well as feelings) in a church. Listen to some teachings of Jesus and talk about good and bad; Identify some ways that a Christian may try to follow Jesus; Hear about the lives of some great/famous Christians; Talk about how Christians might try to live their lives; Listen to a Christian describing how they live their life and why; In what ways do Christians remember and help others? Talk about their ideas of a good person. Who do they think is good? Talk about rules in their own lives; Think about when it is good to say sorry and forgive, and consider why this is hard to do; Consider the importance of for example: love, caring, honesty and kindness, in their lives and their relationships with others; Talk about how they think they should live their lives. Collect photographs/drawings of some of the places Christians meet. Talk about what Christians do together; Hear a story of William Booth, founder of the Salvation Army, from Sneinton; What kind of things do they enjoy with their friends or family? Why? What have they noticed about Christianity in the local area? Why might it be a challenge to live as a Christian in? Unit RA (Unit 3E) Unit RB Unit 1C Unit 2B Unit 2C (Unit 3C Unit 4B Unit 4C) Unit RC (Unit 3D Unit 5C Unit 6C) Unit 1B Unit 1F (Unit 3A Unit 3E Unit 6A Unit 6E) Unit 2D (Unit 5D Unit 6F) Unit 4D Unit 6E Unit 6F

3 Judaism at Key Stage One Examples for pupils in FS2, Year 1 and Year 2 Jewish stories and beliefs about Torah The nature and importance of the Torah and its guidance on beliefs and values Community Jewish celebrations and community life Family Life The role and importance Jewish family life Judaism in Life in the Jewish community Read or listen and respond to stories, songs and poems about as Creator and the relationship between and the Jewish people; Talk about the words of the Shema and what they mean to Jewish people; Talk about their relationships with family and friends and how they care for each other; Talk about the kind of prayers that may be special to them or their families. Talk about why the Torah is important to the Jewish people; Listen and respond to well-known sayings and stories; Visit a synagogue or watch a video of the Torah being used; Talk about Identify some rules Jewish people follow; Using words and/or pictures, tell their story about: themselves, members of their family, their friends, something special that has happened to them and family rules (constructed into a scroll); Talk about what or who has authority in their lives. Why is this good or bad? Talk about rules they follow. Talk about why Israel is special for the Jewish people; Talk about why the synagogue is a special place for Jewish people; Recount some of the story associated with a festival, such as Hanukkah or Purim, and to talk about why Jewish people celebrate these events in their history; Talk about places which are special to them; Share ideas about what it feels like to belong ; Talk about the festival and celebration times they share with others. Identify some features of a Jewish home and be able to talk about their significance; Talk about why the Friday night meal and why it is important; Talk about characteristics that make their home their own; Use words and/or pictures to tell of special times held in their own home and share with others what makes them special. Learn that there are Jewish communities in our region, including 2 synagogues in Nottingham; Think and talk about why people might be proud to be Jewish in, and why it might sometimes be a challenge to live a Jewish way of life; Make suggestions about the value and interest of having a Jewish community in our area. Unit RA Unit 1E Unit 3E Unit 1E Unit 2A Unit 3E Unit 3E Unit 6C Unit RA Unit 1 Unit 2C Unit 2D Unit 3A Unit 6A Unit 6F Unit 6F Unit 4D Unit 6F

4 Buddhism at Key Stage One I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in FS2, Year 1 and Year 2 Buddha What stories do Buddhists tell about the life and teachings of Gotama Buddha? What do the stories of the Buddha tell us? Listen to stories about the early life of Gotama and his search for truth; Listen to a story about how suffering can be eased, such as Nalagiri the Elephant ; Consider what it would be like for a prince today to give up all he owned; Consider what important questions would they like to find answers to for themselves. Listen and respond to some of the Jakata tales; Explore some Buddhist symbols such as the lotus flower and the Bodhi Tree; Identify some of their own beliefs and values; Consider how they would respond in certain situations; Talk about the symbols they see in everyday life. Buddhist Life How do Buddhists choose to live? Consider how Buddhist values like compassion can affect the way they live their lives; Discuss what the Buddha taught about how we should treat one another and how we should treat living things; Consider what influences the way they live their lives; Talk about how they show care and respect for other. (Unit 6A) Buddhism in and the region The local and regional Buddhist communities Learn that there are Buddhist communities in our region, including 6 Buddhist centres in and Derbyshire; Think and talk about why people might be proud to be Buddhists in, and why it might sometimes be a challenge to live a Buddhist way of life; Make suggestions about the value and interest of having a Buddhist community in our area. (Unit 4D)

5 Hinduism at Key Stage One I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in FS2, Year 1 and Year 2 Hindu understandings of / the divine What can we learn from looking at statues / murtis of the gods and goddesses? The nature of one represented in many forms How do Hindu people show what matters to them? Community Life How do Hindu people celebrate? Family Life Hindu family life, customs Explore the idea that could have many names, titles or roles, just like a person; Listen to stories of some gods / goddesses such as Ganesh, Rama, Krishna and Lakshmi; Consider the names by which they are known (son, sister, cousin, friend, pupil, cub scout, little angel etc) and the roles they have; Consider someone they admire or have respect for and say why; Reflect on how they would like to be known; Reflect on their beliefs about. Look at pictures and artefacts associated with gods and goddesses and discuss why these are respected and how they are treated; Learn the traditional way to greet people Namaste ; Discuss the Hindu value of caring for all living things; Discuss the ways in which they express their respect for someone; Consider how they show they care for living things. Watch a video and talk about how and why Divali is celebrated; Talk about the special times they celebrate; Make and eat traditional Hindu festival foods (or food from a variety of faiths. Using all of the senses, explore what is required for a Hindu home shrine, and place them in turn in a Hindu home corner in the classroom; Learn about a Hindu baby naming ceremony; Discover the importance of the Raksha Bandan festival in the family; Talk about special places in their own homes; Discuss how a new baby is welcomed in their families; Talk about the special gifts they give and receive at home. Unit 3A (Unit 6C) Unit 2C Unit 3B (Unit 6A) (Unit 4A) Hinduism in Hindu community life in Learn that there are Hindu communities in our region, including 9 Mandirs and Hindu places of worship in ; Think and talk about why people might be proud to be Hindus in, and why it might sometimes be a challenge to live a Hindu way of life; Make suggestions about the value and interest of having a Hindu community in our area. (Unit 4D)

6 Islam at Key Stage One I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in FS2, Year 1 and Year 2 What do Muslims believe about Allah? Authority Muslim belief that Muhammad (pbuh) was the Prophet of Allah The importance of the Qur an Muslim beliefs and values, Muslim family life Community Muslim celebrations and community life Islam in and the region. Living as a Muslim in Learn that the Islamic name for is Allah; Listen to Muslim children talking about their belief in Allah; Talk about and experience aspects of the natural world; Talk about and experience caring for living things; Consider their own thoughts about. Listen and respond to stories about the Prophet Muhammad (pbuh); Find out why the Qur an is important to Muslims; Talk about how stories about Muhammad might provide guidance for people in their daily lives today; Consider who they think can be trusted to give them good advice and why. Listen to Muslims talking about what is important to them; Consider what is important to you and the people you live with; Discuss what being good means and reflect on what this involves. Discover how and why Muslims celebrate important times and festivals throughout the year; Discover why prayer is an important routine for Muslims; Talk about the Mosque as a special place for Muslims; Talk about the special times in their lives; Discuss the routines that are part of their lives; Reflect on the kind of things they, or other people might pray for; Consider why some places are special to them. Learn that there are Muslim communities in our region, including 14 Mosques and Islamic centres in ; Think and talk about why people might be proud to be Muslims in, and why it might sometimes be a challenge to live an Islamic way of life; Make suggestions about the value and interest of having a Muslim community in our area. (Units 5B Unit 6D) (Units 5B Unit 6C Unit 6D) (Unit 5B Unit 6D) Unit 2C (Unit 5B Unit 6A Unit 6B) Unit 4D

7 Sikhism at Key Stage One I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in FS2, Year 1 and Year 2 Sikh beliefs about Authority Sources of authority in Sikhism Family and Community Life Sikh family and community life Talk about some of the Sikh beliefs about found in the Mool Mantar; Discuss their own thoughts and beliefs about.; Listen to stories from the life of Guru Nanak; Find out why the Guru Granth Sahib is so called, and how it is treated by Sikhs; Reflect on the relevance today of some of Guru Nanak s teachings; Consider why they consider some books to be special and how they treat things which are special; Consider who has taught them something special. Find out why Sikhs do not cut their hair; Discover the meanings of the Sikh names Kaur and Singh; Watch a video of, or make a visit to a Gurdwara; Talk about the signs or symbols of belonging in their lives; Talk about the importance of names and find out the meaning of their own names; Reflect on their experience of a Gurdwara and compare it to a special place they go to themselves. (Unit 6C) Unit 2D Unit 3A Unit 6A Beliefs and values Sikh beliefs, values and attitudes; festivals Sikhism in Nottingham and the region. Living as a Sikh in the county and region Talk about the Sikh belief that everyone is equal; Discover how the birthday of Guru Nanak is celebrated; Explore why Sikhs have a ceremony for naming a baby; Reflect on their own attitude and behaviour towards others in the light of the Sikh belief in equality; Talk about how they like to celebrate your birthday; Discuss the celebrations surrounding the birth of baby in their own family or community. Learn that there are Sikh communities in our region, including 13 Gurdwaras and Sikh Centres ; Think and talk about why people might be proud to be Sikhs in, and why it might sometimes be a challenge to live a Sikh way of life; Make suggestions about the value and interest of having a Sikh community in our area. Unit 2C (Unit 6A) (Unit 4D)

8 Christianity at Key Stage Two Christian belief in the nature of, described in the Bible and expressed in the Trinity Jesus Christian belief in Jesus as the Son of ; key features of the life, death and teachings of Jesus Bible The nature and use of the Bible Church The world wide Christian Church, its festivals and celebrations Christian beliefs and values Christianity in and the region Christian community life in Examples for pupils in years 3-6 Create a video using pictures, photographs, drawings and writings, of the creation story found in Genesis, identifying Christian beliefs about ; Describe the importance of worship for Christians; Explore the nature of as expressed in the Christian belief in the Trinity; Consider their own ideas about ; Share their ideas and questions about and the world; Consider attitudes to the natural world and produce a collage to reflect them. Discuss the meaning of some stories Jesus told and consider what the stories in the Gospels tell us about Jesus; Illustrate with pictures and poetry or descriptive writing (presented in cards or posters), what the Christmas and Easter stories tell us about Christian belief; Discuss the concept of self-sacrifice and the example of Jesus; Look at examples of art inspired by the life of Jesus from around the world and consider what they show about the stories and those who tell them; Relate some of Jesus teachings to their own life and that of others, today; Examine the ways in which Christmas is celebrated today, considering ways in which it may or may not reflect Christian belief about Jesus; Discuss experiences of and feelings about change and turning points in their lives; Consider ways in which they make sacrifices for others: How does this make them feel? Explore the variety of writings in the Bible and read some of them, suggesting what they might mean to Christians today; Consider and describe the Bible s importance to Christians; Describe how the Bible is used in Christian worship through learning from visiting a church, listening to a Christian or watching a video about Christian scripture; Talk about what guides and influences them; Make links between their values and the values found in some Bible stories; Express what some of the Biblical passages they have read mean to them. Study worship by listening to music and seeing pictures / video from a variety of Christian cultures and denominations; compare these to deepen an understanding of worship in Christianity; Consider the importance of prayer for Christians and explore different types of prayer; Examine the symbols of bread and wine in Holy Communion / Eucharist and make links between worship and stories of Jesus in the Bible; Discuss the story of Pentecost and other Christian festivals and their importance for the Church: describe some symbols of the Holy Spirit; Find out about the seasons and symbols used in some of the Christian Churches; Learn about the lives of some key Christian leaders from the past and the present: are they inspiring? In what ways? Compare a Church building and the activities within, with a sacred building of another religion studied and the activities which take place there; Discuss the importance of remembering and celebrating special times in their own lives; Talk about the personal value in belonging and sharing with others; Talk about what commitment means to them and others; Experience moments of silence and music and reflect on their feelings; Think about times when they or other people might pray and why they may find it helpful; Talk about the qualities possessed by people they admire. Talk to Christians about their life choices and life style; Explore and describe the ways in which Christians put their beliefs into action; Consider contributions to the world and humanity made by key Christian figures; Consider how they feel about their own life choices and life style; Talk about who or what influences their behaviour and attitudes to life and consider whether or not these are good; Share their thoughts and feelings about caring for others; Consider in what ways Christian values are similar / different to their own; Consider how the lives and work of great Christians may have affected their own lives in some ways; Consider the contribution they might like to make to the world and humanity. Find out about Southwell Cathedral and the place it has in the life of the Church of England in ; Consider questions about how comes to have hundreds of different churches; Think about the places in the county where history is preserved, and what historical events have meaning for me. Schemes of (Unit RA) Unit 3E (Unit RB Unit 1C Unit 2B Unit 2C) Unit 3C unit 4B Unit 4C Unit RC Unit 3D Unit 5C Unit 6C Unit 1B Unit 1F Unit 3A Unit 3E Unit 6A Unit 6E Unit 2D Unit 5D Unit 6F Unit 4D Unit 6E Unit 6F

9 Hinduism at Key Stage Two I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Hindu gods and goddesses: the divine One. Values and Beliefs Hindu values and beliefs Community life Hindu celebrations and community life; worship in the Mandir Family Life Hindu family life and worship at home Hinduism in Nottingham and the region The lives of Hindus today Examples for pupils in years 3-6 Describe Hindu belief in Brahman and the deities; Using a video / visit, discover why and how respect and honour is shown to the deities; Explain how the artefacts associated with deities such as Vishnu, Ganesh and Lakshmi symbolise aspects of Hindu understandings of the nature of ; Express their understanding of avatar and retell some stories about Rama and Krishna; Consider what they respect and how they show it; Explore aspects of their own character and personality and discuss how these contribute to the different roles we play in society; Discuss their understanding of good and evil with reference to the Divali story of Rama and Sita. Talk to a Hindu about their beliefs and values; Consider the sources of authority, such as the scriptures and traditional stories which inform and guide Hindu life; Consider how beliefs and values affect daily life for a Hindu; Describe their understanding of atman and ahimsa ; Explain the four ashramas in a creative way such as role-play, dance or art; Explain Hindu practices associated with death and reincarnation; Consider what they might learn for themselves from aspects of Hindu belief, such as Ahimsa: what difference would non-violence make to us? Discuss a range of views on the practice of vegetarianism; Consider where examples of good and evil can be found in the world today; Relate the ashramas to the different stages in their lives and discuss the problems and possibilities turning points in life may bring; Discuss their beliefs, feelings and emotions connected with suffering and death and consider the Hindu point of view. Discover what Hindus say about the origins and history of Hinduism; Visit a mandir or watch a video to discover the worship practices of Hindus; Describe how and why Hindus celebrate festivals such as Divali, Holi or Raksha Bandhan; Discover some important places of pilgrimage for Hindus: Why is pilgrimage important to many Hindu people? Talk about the importance of celebrating in their own lives; Discuss the place of worship in people s lives and if it has significance for them personally; Suggest reasons why people make pilgrimages; Consider why some people think of life as a pilgrimage. Watch a video to learn about puja in a Hindu home and its importance; Consider how Hindu beliefs and values influence family life; Find out about special events in the life of a Hindu, such as birth ceremonies and traditional weddings; Discuss different kinds of families: what is good about each? What is an extended family? Compare the milestones in the life of a Hindu with the way they are celebrated in your own family or community. Consider why many Hindu people now live in cities like Leicester and Nottingham; Find out about one of Nottingham s 8 Hindu centres and Mandirs; Develop their ideas about fairness and respect in the light of some examples of Hindu teaching: what might this mean for us? What might it mean for our region? Schemes of Unit 3A () Unit 6C ( Unit 2D Unit 2C) Unit 3B Unit 6A Unit 6F Unit 4A Unit 4D

10 Islam at Key Stage Two I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Allah Muslim belief about Allah Authority Muslim belief that Muhammad (pbuh) was the Last Prophet of Allah The importance of the Qur an Muslim belief and values, Muslim family life Community Muslim celebrations and community life Islam in and the region Living as a Muslim in Examples for pupils in years 3-6 Learn that the Islamic term for is Allah and explore some of Allah s characteristics as described in the 99 names of Allah; Find out about Islamic beliefs about creation; Discover why the Prophet Muhammad (pbuh) believed in one, all powerful and all merciful; Encounter Islamic pattern and calligraphy: why do Muslims choose these artistic styles? Talk about their own thoughts and feelings about creation and the natural world; Consider their dependency on the natural world and responsibilities towards it; Consider their own ideas about and make links with the religious ideas they have studied. Discover the origins of the Qur an and why it is so important to Muslims; Find out about other sources of authority which provide guidance for Muslims; Listen to and talk about the stories from the lives of Muhammad (pbuh) and other prophets; Consider what and who they regard as special in their own lives: Who has authority for us today? Talk about who they look to for guidance and consider why. Watch videos and / or talk to a Muslim about their everyday life; Describe the meaning and importance of wudu (washing) and salah (prayer); Find out about the roles of Muslim family members and the traditions associated with the birth of a child; What special routines or practices do they have in their own lives? Think about the roles of their own family members; Talk about their own family traditions associated with the birth of a child and other milestones in family life; Discuss the meanings of trust and respect. Find out, through a visit or watching a video, why the Mosque is important to Muslims; Find out about Hajj and why is it important to Muslims; Describe how Muslims show their caring and respect for others; Describe the Muslim practice of fasting and find out why Muslims fast during the month of Ramadan; Describe the festivals of Id-ul-Fitr and Id-ul-Adha and link these with important times in the Muslim calendar; Talk about the memorable events and occasions celebrated by their own families; Share thoughts on how they show they care for and respect their family members and others, making links with Islamic attitudes and values; Discuss the discipline needed to fast and consider how they display discipline in their own lives. Consider why many Muslim people now live in cities like Derby, Leicester and Nottingham; Find out about one of Nottingham s 13 Muslim centres and Mosques; Develop their ideas about fairness and respect in the light of some examples of Muslim teaching: what might this mean for us? What might it mean for? Schemes of Unit 6D Unit 6F () Unit 3E Unit 5A Unit 5B Unit 6C Unit 6D Unit 5B Unit 6A ( Unit 2C Unit 2D) Unit 5B Unit 6A Unit 6B Unit 6D () Unit 4D

11 Judaism at Key Stage Two I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in years 3-6 Jewish beliefs about Authority Sources of authority in Judaism Community The world-wide community of Jews; festivals and celebrations Explore the use of artefacts in Judaism and consider what they can tell us about Jewish belief in ; Discuss the meaning of the Shema and why this is significant to Jewish people; Consider the objects they have in the own home which may say something about themselves or others they live with; Compose a statement which describes what you believe in. Find out about the different books in the Torah and the Tenakh including stories, laws and ideas about the Almighty; Discover why the Sefer Torah is written by hand and in Hebrew and why it is heavily ornamented; Discuss why the Torah is important for Jewish people today, and has lasted for 3400 years; Read or listen to stories about some key figures in the history of the Jewish people; Reflect on the relevance for today, of some proverbs found in the Tenakh: what wise words do they find it helpful to follow? Consider the care and effort we take with some things we do because they are intended for something special or someone we value: is this the same as or different from treating a holy book as sacred? Reflect on how they feel about the sources of authority in their own lives. Discover the meanings and importance of some Jewish symbols and artefacts; Find out why the festival of Pesach holds special significance for the Jewish people: hear and interpret the Exodus story for themselves; Experience Pesach by watching a video, listening to a Jewish visitor or engaging with artefacts and text; Discover why the festival of Sukkot is important and how it is celebrated; Visit a synagogue to find out about the community life, worship and symbolism; Reflect on objects or possessions which are important to you; Talk about the festivals you celebrate and identify the similarities and differences between them; Express their reasons why they consider some places to be special and compare them to the synagogue and other places of worship they have visited. Unit 1E 1E 2A (Unit 3E Unit 6C) Unit RA 1A 1D 1E 2C 2D (Unit 3A) Family Life Important occasions and daily life Judaism in Nottingham and the region. Living Judaism in Discover how and why Jewish children living in Britain learn Hebrew; Find out why Bar Mitzvah and Bat Mitzvah are important to Jewish children; Use video or other authentic materials to gather and deepen understanding of how the Jewish people mark the special times in their lives, weekly, annually or through life s milestones ; Explore the importance of prayer in Jewish daily life; Consider the importance of learning more than one language; Talk about how the special times in your life are marked; Compare the life of a Jewish child with their own life, or with the life of a child from another faith studied. Consider why many Jewish people now live in cities like Nottingham; Find out about one of Nottingham s Synagogues; Think about why Jewish care homes for the elderly or community action projects and anti-racist work might matter to Jews; Develop their ideas about fairness and respect in the light of some examples of Jewish teaching: what might this mean for us? What might it mean for? Unit 6A (Unit 4D)

12 Sikhism at Key Stage Two I Guidance and Support for the Nottingham City and County RE Agreed Syllabus Examples for pupils in years 3-6 Sikh beliefs about Authority Sources of authority in Sikhism Family and Community Sikh family and community life Beliefs and values Sikh beliefs, values and attitudes; festivals Sikhism in Nottingham cit and county Living as a Sikh in Nottingham Find out why the Mool Mantar is a special prayer for Sikhs; Explore how the Ik Onkar is used by Sikhs; Discuss some Sikh beliefs about identified in the Mool Mantar; Consider the words of a prayer, poem or piece of writing that you like or think is important; Discuss the reasons why some people think that keeping in mind at all times is really worthwhile; Reflect on their own beliefs about and compare them with the beliefs of other faiths studied. Listen to stories about some gurus such as Guru Nanak, Guru Har Gobind and Guru Gobind Singh and discuss some of their teachings, characters and meanings: why have these stories lasted for hundreds of years? Watch a video and discuss how the Guru Granth Sahib is treated and used in the Gurdwara: what does this kind of respect show us about the Sikhs? Consider the greatest lesson about life you have ever been taught what was it, how did you learn, and what difference does it make? Reflect on what lessons about life you would like to pass on to younger children or, one day, to your own children. Visit a Gurdwara and discover its role in the Sikh community; Listen to Sikh hymns and music; Listen to a Sikh talking about their beliefs and how these influence behaviour and attitudes in Sikh daily life; Discover why Amritsar is a special place for Sikhs; Reflect on their experiences and feelings during the visit to the Gurdwara; Consider why worshipping together is important in many religions; Consider the influences which affect the way they live their lives; Talk about special places they like to visit. Discover why Sikhs believe all are equal before ; Discover the origins of the festival of Baisaki and how it is celebrated today; Listen to a Sikh talking about the Amrit ceremony, the importance of the Khalsa and the significance of the 5 Ks; Discuss your own views on equality; Consider the origins of some of the festivals they celebrate; Talk about the benefits and drawbacks of belonging to a family, community or organisation; Talk about the important stages in life and how these are celebrated; Reflect on how Sikh beliefs, values and attitudes could influence the lives of non-sikhs. Consider why many Sikh people now live in cities like Nottingham, or Derby, Leicester and Birmingham; Find out about one of Nottingham s 13 Sikh centres and Gurdwaras Find out about how Sikhs in our area celebrate Vaisakhi or Guru Nanak s Birthday; Develop their ideas about fairness and respect in the light of some examples of Sikh teaching: what might this mean for us? What might it mean for? (Unit 3A) (Unit 6C) (Unit 6A 6F) 1D 2C (Unit3A)

13 Buddhism at Key Stage Two Buddha The life and teachings of Gotama Buddha Buddhist beliefs and values Buddhist Life The life of ordained and lay Buddhists, their festivals and celebrations Buddhism in Nottingham The Buddhist communities of the region Examples for pupils in years 3-6 Look at the various Buddha images and explore their significance; Examine Buddha s answer to suffering; Talk about contemporary images in their lives and what these represent (such as pop / sport star posters) why are Buddha s images so valuable, admired and long-lasting? Consider how their attitudes and behaviour affect others; Consider how Buddha s teaching on the Four Noble Truths and the Eightfold Path might be significant today. Develop their understanding of the use of symbolism within Buddhism; Discover the importance of the three treasures; Consider the importance of telling the truth (one of the Buddha s precepts); Identify the symbols that they use commonly in their lives; Consider what is of real importance and value in their lives. Discover the significance and ways of worshipping at home and in the Vihara: why does meditation matter in Buddhist life? Develop awareness of the significance of the Buddhist festival of Wesak, and how it is celebrated; Watch a video showing the life of ordained Buddhists: why do some people choose to follow the Buddha in this way? Consider why worship is important for some people and reflect on its importance for them personally; Talk about their favourite times of the year and what makes them special: is this similar or different to celebrating a Buddhist festival? In what ways? Reflect on the life changes that ordained Buddhists have to / choose to make and reflect on how they could adapt to such a life. Consider why many Buddhist people now live in regions like ; Find out about one of the East Midlands many Buddhist centres or Viharas (there are 6 listed in the resources section of the syllabus); Develop their ideas about fairness and respect in the light of some examples of Buddhist teaching: what might this mean for us? What might it mean for? (Unit 3A) Unit1D Unit 2C (Unit 6A) (Unit 4D)

14 Christianity at Key Stage Three What do Christians believe and teach about the nature of as trinity and about the evidence for? Jesus What do Christians believe and teach about Jesus? Jesus as a historical figure and his teaching and example as presented in the Gospels. Bible In what ways do Christians use the Bible? What do Christians believe about the Bible? Church What is the significance of the Church for Christians? What is the role of the Church in life today? Festivals and Celebrations What is the place of Christian beliefs and values in contemporary life? Christianity in The Christian community in Examples for pupils in years 7-9 Explore some ways in which beliefs about have been expressed in art, music, poetry, story and drama; Examine key Christian beliefs such as incarnation, redemption, resurrection, the Trinity; Compare and contrast a Christian and a scientific view of creation and evolution; Explain some Christian beliefs that are shared by another religion that has been studied; Explain their own views on the evidence and nature of, referring to the beliefs of others, including some Christian beliefs; Discuss the various experiences which may give rise to a belief in, or the need to believe in ; Discuss the idea of the spirit of at work in the world and consider examples of Christian belief that s spirit can change lives or situations; Ask and answer questions such as: To what extent have your own views been influenced by your studies of Christian belief? Relate the teachings of Jesus in their historical context with life today; Discuss some of the miracle stories in their historical and a modern context; Examine Scriptural, Gospel and other literature which refers to the life and teaching of Jesus in order to consider the justification for Jesus being called Saviour or Messiah ; Consider whether there are reasons to justify belief in miracles today, reflecting on your own and other people s experiences; Explain the ways in which Jesus has been interpreted in various works of art; Reflect on how your own thoughts or beliefs may have been challenged or influenced by your studies of Jesus. Find out from Christians how relevant the Bible is to their lives and how they use it; Examine the Gospel accounts of Jesus and consider why there are differences; Examine some varieties of biblical literature and their messages for example, prophecies, laws, proverbs, parables and teaching about family life; Evaluate the sources of influence and guidance in their lives today and compare these with teachings to be found in the Bible; Explain clearly their response to the question what, if anything, could I learn from the teaching of the Bible? Explain how the Church has developed and spread throughout history with reference to some denominations and a variety of cultures; Explore the growth and / or decline of Christianity throughout history and give reasons for this; Explain why being a member of the Church is so important to some Christians; Explore the ways in which the Church makes its voice heard in the world today; Discuss why some Christian festivals are also celebrated by non-christians; Reflect on their own views and attitudes towards people who have different cultural backgrounds or beliefs; Consider the importance of belonging to human beings and to themselves, relating this to being a member of the Church or the Christian fellowship worldwide; Reflect on the value of worship and prayer and consider how relevant this may be in their own lives. Explain how the lifestyles and actions of some Christians reflect their beliefs; Find some historical and contemporary examples of Christian beliefs and values having an impact on world wide issues; Consider some values which are important to Christian and/or them personally, and explore how and why some people or societies may have conflicting values; Evaluate the reliability of the origin of your own set of values; Evaluate personal values: are our values egocentric or altruistic? Learn more about the main different branches of the Christian community found in the local area; Use census data and local directories to the Christian communities in the region; Consider whether churches in the local area of the school have much to offer to young people, and whether young people have much to offer to the churches; Consider the value of some of the wider aspects of identity that the community may support e.g. through world development work, community groups, caring societies and the like. Unit 7A Unit 9B Unit 7B Unit 7C Unit 8A Unit 8B Unit 8A Unit 8E Unit 7B Unit 7E Unit 9A Unit 9B Unit 9C Unit 9D Unit 8A Unit 8E

15 Buddhism at Key Stage Three Buddha What can be learned from the life and teachings of Gotama Buddha? What do Buddhists believe and value? Buddhist Life How does being a Buddhist affect the way of life of ordained and lay Buddhists, their festivals and celebrations? Buddhism in The Buddhist community in Examples for pupils in years 7-9 Explain some of the turning points in the life of Gotama Buddha why did he make these changes? Explain the Buddhist term enlightenment with reference to this experience in the life of Gotama Buddha; Explore some of the teachings of Buddha through stories he told and stories told about him; Explain why Gotama Buddha developed a following and how the religion of Buddhism developed after his death; Consider what to be enlightened might mean: is there something for them to learn from the Buddhist idea? Consider the relevance of some of Buddha s teachings to their life and personal experiences; Evaluate the leadership and inspirational qualities of some religious and political figures of the 20 th and 21 st centuries and relate them to those of Gotama Buddha (examples could include contemporary Buddhists such as Aung San Suu Kyi, Burmese Nobel Peace Laureate. Explain the significance of some symbols within Buddhism; Explain the Buddhist beliefs in the Four Noble Truths and the Eightfold Path, referring to their historical context; Discuss some selected texts from Buddhist scriptures (e.g. the Dhammapada) and consider its relevance for Buddhists today; Consider the relevance of the Four Noble Truths and the Eightfold Path to life today how would our town / area change if these were followed here? Explore the reasons for suffering in the world today and discuss how such suffering could be eradicated or reduced; Consider their own views on life, behaviour and attitudes, in the light of what can be learned from Buddhism; What lessons about cause and effect can be learnt from Buddhist teaching? How might these lessons influence their own lives? Find out about the influence and spread of Buddhism in the world, and particularly in the UK; What life changes will a Buddhist who becomes ordained experience? Consider different forms of meditation and discover why this is important to a Buddhist; Talk to a Buddhist about their way of life and the importance of the Three Treasures; Compare and contrast the Buddhist meditative life style with that of worship in a religion you have studied; Evaluate their own life style: how would they like to change it? What reasons for change would Buddhists offer? Share experiences about good examples in people they have encountered; Consider the possible advantages of experiencing times of silence and / or meditation. Learn about the challenges of being a Buddhist in our society today; Use census data and local directories to the community in the region; Consider whether the Buddhist s choice to live by 5 precepts clarifies or challenges the way young people in seem to live: for example, would the precepts make our school a better place? What difference would Buddhist ideas about intoxicants make to Friday night in Nottingham? Consider the value of some of the wider aspects of identity that the community may support e.g. through meditation gardens, community groups, caring societies and the like. Unit 7C Unit 7D Unit 9C Unit 7E Unit 9C Unit 8E Unit 8E

16 Hinduism at Key Stage Three What do followers of the Hindu Dharma believe about the nature of? What do Hindus believe? What are their values? Community Life In what ways do Hindu celebrations, worship and community life express the faith? Family Life How does Hindu religion affect family life and customs? Hinduism in Hindu community life in Nottingham and the region Examples for pupils in years 7-9 Explain the Hindu understanding of the nature of ; Recognise and understand the symbols associated with some deities; Compare the Hindu understanding of with that of other faiths studied; Consider their own perception of what is, asking how this might be clarified in the light if ideas from Hindu Dharma. Identify the beliefs and values which are expressed through the deities; Talk to a Hindu about their key beliefs and how these are put into action; Explore central beliefs such as Atman, re-incarnation and Moksha and identify similar or contrasting beliefs held by adherents of other religions you have studied; Discuss the reasons why both Hindus and others may opt for a vegetarian lifestyle and compare them with the views of non-vegetarians; Talk about their own beliefs about the soul and life after death; Discuss the meaning of duty and what part it plays in their own lives. Consider the ways in which light and fire are important symbols to Hindus and compare and contrast these with another religion/s studied; Visit a Mandir and reflect on the forms and importance of worship in the life of the Hindu community; To explain the significance of some festivals for the Hindu community; Explore the various Hindu scriptures and how are used; How might the gunas influence the everyday life of a Hindu; Discuss the importance of the celebrations and rituals within their own lives; Consider the significance of worship activities within their own lives and compare this with a devout Hindu; Consider the concept of pilgrimage with reference to their own lives. Watch videos of some important stages in Hindu life, such as birth and marriage rituals and show understanding of their significance; Find out how faith influences the daily life of Hindus; Consider how important changes in their lives have affected them; Consider western and Hindu funeral practices and discuss why such practices are important; Compare the lifestyle of a Hindu with your own and consider the significance of both. Learn more about a local Mandir and the community it serves; Use census data and local directories to the Hindu community in the region; Consider the value of the social and community work of the Hindu communities, for example in teaching languages, youth work, education or care of the elderly: what can be learnt from these examples? Consider what would be good and what would be difficult for young British Hindus today. Unit 7A Unit 7C Unit 7E Unit 8E

17 Islam at Key Stage Three Allah What do Muslims believe about Allah? Authority What is the place of the holy Qur an as a source of authority in Islam? What is the place of the life of the Prophet? What are the key Muslim beliefs and values? How are they seen in Muslim family life? Community What does the Muslim community celebrate? Why? Islam in The Muslim community in Nottingham and the region Examples for pupils in years 7-9 Explore the belief that Allah has no partners and why shirk is significant to Muslims; Read selected passages from the Qur an and understand what they say about Allah, e.g. the ninety nine Names of Allah; Consider attitudes and behaviour towards contemporary idols, including their own: how does Islam s account of the nature of Allah judge the things which western society values? Relate what has been learnt about Allah to teachings about found in other religions studied and their own beliefs. Encounter Islamic sacred texts and explore the use of metaphorical language, law, example and instruction; Explain why the Qur an is revered and how it is used by Muslims; Explain some teachings of Islam referring to examples from sacred texts, e.g. beliefs about, prayer, justice and the afterlife; Examine the life of Muhammad in its historical context, identifying ways in which his life exemplified Islamic teachings: Muhammad as the excellent exemplar ; Consider times and events in the life of Muhammad and compare them with their own views about relationships and society; Discuss the guidance for living they have received, and its sources and relate these to teachings found in Islam; Discuss and evaluate some of the role models in contemporary society. Talk to Muslims about their beliefs and values and relate these to other religions studied; Explain how messengers of Allah exemplify Islamic beliefs and values; Explain the possible difficulties faced by both Muslim parents and children living in the UK; Consider Islamic belief about the Day of Judgement, Akhirah and Qadar, alongside the teachings of another religion studied and their own views; Discuss the tensions and possibilities of being a teenager in the UK from your own and a Muslim perspective; Explain why Muslims have strict rules regarding dress and food; Explain the growth and influence of Islam in western communities; Talk to Muslims about the importance of the world wide community or Ummah ; Explain the historical and modern relationship between Islam and Christianity; Understand the place and importance of Salah, Sawm, Zakah and Hajj; Discuss the problems Muslim teenagers may experience because of dress and food laws and compare them with the rules they are encouraged to follow; Discuss, showing knowledge and understanding of the issues, the part the religions studied play in international affairs; Discuss the concept of commitment and relate this to their own lives; Discuss the possible significance of prayer, fasting, giving to charity and pilgrimage in their own lives. Learn more about the Muslim communities of Nottingham or the region, using census data and directories; Consider the community work of the Muslim mosques, in, for example, language learning, the practice of Zakat, education, women s groups or cultural organisations: what can be learned from these examples? Consider their own attitudes in the light of the charitable work of an organisation like Muslim Hands in Nottingham or Islamic Relief in the UK: what can be learned from these examples? Consider what might be challenging and what might be good about growing up in the UK for young British Muslims. Unit 7A Unit 7C Unit 7E Unit 9A Unit 8E Unit 9A Unit 9D

CURRICULUM OVERVIEW YEAR 1 & 2

CURRICULUM OVERVIEW YEAR 1 & 2 RE CURRICULUM OVERVIEW YEAR 1 & 2 Christianity - Christmas Celebrations How Christians celebrate Christmas. How do Christians celebrate the birth of Jesus? Belief in Jesus as special to God. Introduction

More information

Stamford Green Primary School Religious Education Curriculum Map. Updated September 2018

Stamford Green Primary School Religious Education Curriculum Map. Updated September 2018 Stamford Green Primary School Religious Education Curriculum Map Updated September 2018 Contents Page Essential characteristics of religiously literate pupils Page 3 Aims of the National Curriculum Page

More information

Find Out About: Beliefs and Belonging

Find Out About: Beliefs and Belonging RELIGIOUS EDUCATION Age 5 7 Interactive CD-ROM Find Out About: Beliefs and Belonging Help young pupils understand the significance of faith and beliefs Belonging (Friendship, the Good Samaritan, Christian

More information

Foundation Stage We are Special Special Times Birth of a baby, Birthdays, Christmas. Special People P33 NSG. Special Times Mothering Sunday, Easter

Foundation Stage We are Special Special Times Birth of a baby, Birthdays, Christmas. Special People P33 NSG. Special Times Mothering Sunday, Easter Craylands School Scheme of Work Overview for RE Foundation Stage We are Special Special Times Birth of a baby, Birthdays, Christmas Special People P33 NSG Special Times Mothering Sunday, Easter Special

More information

Principal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1

Principal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1 Programme of Study: Principal Aim Attainment Targets Religions and Beliefs Fields of Enquiry Principal Aim of RE To engage pupils in enquiring into key questions arising from study of religion and belief,

More information

R.E. Topic Overview- Early Years. Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2. -The Easter story - How Christians celebrate

R.E. Topic Overview- Early Years. Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2. -The Easter story - How Christians celebrate R.E. Topic Overview- Early Years Nursery - Harvest as a special time - Divali as a special time - Christmas as a special time - The Christmas story - Ways Christians celebrate -The Easter story - How Christians

More information

London Diocesan Syllabus Curriculum Overview For Religious Education.

London Diocesan Syllabus Curriculum Overview For Religious Education. London Diocesan Syllabus Curriculum Overview For Religious Education. Faith Suggested Key Stage / Year Group(s) Reception Who Made The Wonderful World and Why? (Creation) Reception Who Cares For This Special

More information

R.E. Portfolio. What does RE look like at Forest Academy?

R.E. Portfolio. What does RE look like at Forest Academy? R.E. Portfolio What does RE look like at Forest Academy? Building Learning Powers R.E. at Forest Academy Religious Education curriculum aims to give children an engaging introduction to learning about

More information

RE- Overview of Unit Questions and Scheme of Work

RE- Overview of Unit Questions and Scheme of Work Believing Do you know any Bible stories? What stories do you know that are special to Christians? What do you think Jesus was (is) like? What stories are special to Christians? What happens in a story

More information

GCSE RELIGIOUS STUDIES A Paper 1A

GCSE RELIGIOUS STUDIES A Paper 1A GCSE RELIGIOUS STUDIES A Paper 1A Specimen 2018 Morning Time allowed: 1 hour 45 minutes Materials For this paper you must have: an AQA answer booklet. Instructions Use black ink or black ball-point pen.

More information

NEWHAM BRIDGE PRIMARY SCHOOL FOUNDATION SUBJECTS CURRICULUM AND ASSESSMENT DOCUMENT R.E.

NEWHAM BRIDGE PRIMARY SCHOOL FOUNDATION SUBJECTS CURRICULUM AND ASSESSMENT DOCUMENT R.E. NEWHAM BRIDGE PRIMARY SCHOOL FOUNDATION SUBJECTS CURRICULUM AND ASSESSMENT DOCUMENT R.E. Y1 R.E. Curriculum Y1 R.E A.R.E Retell stories Jesus and Moses that led people to follow them. Describe in simple

More information

Paper F The Eight Level Scale and Achievement in RE Guidance for teachers at each key stage

Paper F The Eight Level Scale and Achievement in RE Guidance for teachers at each key stage Paper F The Eight Level Scale and Achievement in RE Guidance for teachers at each key stage Assessing RE: The need for balance. Teachers of RE need guidance on assessment that is clear, manageable and

More information

Subject - Curriculum Overview

Subject - Curriculum Overview Subject - Curriculum Overview Year Group Topic National Curriculum (For RE Surrey) Objectives 1 Aut 1 What makes a Church Identify one or more external different to other features of a local church, buildings?

More information

New Diocesan Syllabus For Religious Education.

New Diocesan Syllabus For Religious Education. New Diocesan Syllabus For Religious Education. Faith / Year Group(s) Name of Unit Description of Unit Number of Sessions Christianity Reception Who Made The Wonderful World? What Christians believe about

More information

Much Birch CE Primary School Religious Education Policy Document

Much Birch CE Primary School Religious Education Policy Document Much Birch CE Primary School Religious Education Policy Document Policy Statement for Religious Education Religious Education at Much Birch School is taught in accordance with the Herefordshire Agreed

More information

CURRICULUM MAP RE - KEYSTAGE 2

CURRICULUM MAP RE - KEYSTAGE 2 CURRICULUM MAP RE - KEYSTAGE 2 Minimum time allocation: 72 hours over two years (approximately 12 hours per term) this may include RE visits, visitors to RE lessons and RE curriculum days but does not

More information

Early Years. Key Stage 1. Lower Key Stage 2. Upper Key Stage 2

Early Years. Key Stage 1. Lower Key Stage 2. Upper Key Stage 2 Upper Key Stage 2 Lower Key Stage 2 Key Stage 1 Early Years NORTHENDEN COMMUNITY SCHOOL MANCHESTER SACRE RELIGIOUS EDUCATION SYLLABUS 2016 2021 SUMMARY OF UNITS OF WORK F1 F2 F3 F4 F5 F6 Which stories

More information

A supernatural being worshipped as the creator and controller of the universe.

A supernatural being worshipped as the creator and controller of the universe. Year 7 and 8 Keywords and definitions: General: God: Atheist: Agnostic: Theist: Belief: Worship: Prayer: Pray: Faith: Charity: Equality: Forgiveness: Baptism: A supernatural being worshipped as the creator

More information

ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education

ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Policy for Religious Education RELIGIOUS EDUCATION POLICY FOR ST NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Introduction Religious Education is an entitlement

More information

WELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST

WELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST WELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST As emotionally intelligent young people we will listen to and value other opinions. We will

More information

Paper Reference(s) 4425/02 London Examinations IGCSE. Paper 2 The Religious Community. Wednesday 14 November 2007 Afternoon Time: 1 hour

Paper Reference(s) 4425/02 London Examinations IGCSE. Paper 2 The Religious Community. Wednesday 14 November 2007 Afternoon Time: 1 hour Paper Reference(s) 4425/02 London Examinations IGCSE Religious Studies Paper 2 The Religious Community Wednesday 14 November 2007 Afternoon Time: 1 hour Materials required for examination Answer book (AB08)

More information

RE Long Term Plan onwards Key Stage One. Term/Theme Enrichment A1 Judaism/Christianity

RE Long Term Plan onwards Key Stage One. Term/Theme Enrichment A1 Judaism/Christianity RE Long Term Plan 2017-18 onwards Key Stage One A1 Thematic Unit, with focus on. Visit to Horsford Parish Church and Methodist Chapel A2 Sp1 Judaism Cycle Two Where is the religion around us? Introduction

More information

Curriculum Overview for Religious Education

Curriculum Overview for Religious Education Curriculum Overview for Religious Education Key Stage 1 Year 1 36 hours about What does it mean to belong? (A1) Harvest a time for giving thanks (1hr) What does it mean to belong to a religion? (A2) Christmas

More information

WLIS RE Scheme of Work

WLIS RE Scheme of Work West Leigh Infant School Religious Education Scheme of Work Introduction Religious Education at West Leigh Infant School is taught in accordance with the local Agreed Syllabus of Religious Education. As

More information

RE Long Term Plan. EYFS Autumn Spring Summer

RE Long Term Plan. EYFS Autumn Spring Summer RE Long Term Plan EYFS Autumn Spring Summer Religions covered: Christianity and Islam Establish a sense of belonging to a community, family, school and wider world. Talk about and describe where they live

More information

POTTEN END CHURCH OF ENGLAND PRIMARY SCHOOL Long Term Planning: RE

POTTEN END CHURCH OF ENGLAND PRIMARY SCHOOL Long Term Planning: RE Nursery Reception Year 1 Year 2 Year 3 Year 4 Autumn Term Spring Term Summer Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Interest in lives of people of interest to them Joining in with customs

More information

Independent Schools Examinations Board COMMON ENTRANCE EXAMINATION AT 13+ RELIGIOUS STUDIES SYLLABUS A. Revised Specimen Paper

Independent Schools Examinations Board COMMON ENTRANCE EXAMINATION AT 13+ RELIGIOUS STUDIES SYLLABUS A. Revised Specimen Paper Independent Schools Examinations Board COMMON ENTRANCE EXAMINATION AT 13+ RELIGIOUS STUDIES SYLLABUS A Revised Specimen Paper 2011 2012 Please read this information before the examination starts. You should

More information

Year 8 RE Home Learning Project!

Year 8 RE Home Learning Project! Year 8 RE Home Learning Project! Calling all Year 8s! Your Home Learning Project for RE is about Christmas! You should complete ONE of the 3 tasks and the tasks in the Home Learning Project. Due: 11th

More information

Curriculum Guidance. Religious Education Curriculum

Curriculum Guidance. Religious Education Curriculum Curriculum Guidance Religious Education Curriculum Curriculum guidance for years 1 to 6, including learning objectives and whole school curriculum map. Learning Objectives These are the learning objectives

More information

Campsbourne School Curriculum Religious Education

Campsbourne School Curriculum Religious Education RELIGIOUS EDUCATION CURRICULUM We believe that Religious education (RE) makes a significant contribution to our children s academic and personal development. It plays a key role in promoting social cohesion

More information

RE Long Term Plan November 2015

RE Long Term Plan November 2015 RE Long Term Plan November 2015 Foundation Year 1 Islam in depth Year 2 Hinduism in depth Special Occasions Our Family Autumn Spring Summer Belonging together 5Ks, cross, church gudwara Special Places

More information

Programme of Learning. Philosophy. Key Stage 3 Year 7, Year 8 & Year 9

Programme of Learning. Philosophy. Key Stage 3 Year 7, Year 8 & Year 9 Programme of Learning Philosophy Key Stage 3 Year 7, Year 8 & Year 9 Philosophy... 2 Yr 7 Term 1... 2 Yr 7 Term 2... 2 Yr 7 Term 3... 3 Yr 7 Term 4... 3 Yr 7 Term 5... 3 Yr 7 Term 6... 3 Yr 8 Term 1...

More information

Religious Studies A GCSE (9 1)

Religious Studies A GCSE (9 1) Religious Studies A GCSE (9 1) Paper 2: Area of Study 2 Study of Second Religion Option 2C Islam Time: 50 minutes Instructions Use black ink or black ball-point pen. Answer all questions. Answer the questions

More information

The Baird Primary Academy Programme for Religious Education

The Baird Primary Academy Programme for Religious Education The Baird Primary Academy Programme for Religious Education The Baird Primary Academy follows the East Sussex Agreed Syllabus A Journey of Discovery which is available on the czone website. https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/syllabus.aspx

More information

Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School

Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims Whether our children are religious or not, human culture and history has been driven by religion,

More information

Objective breakdown per Key Stage: Year Religions to be covered AT1/AT2 objectives to achieve

Objective breakdown per Key Stage: Year Religions to be covered AT1/AT2 objectives to achieve RE at Sheringdale Reception: Look at major festivals as they occur, particularly for religions represented in the class. Year 1: Christianity and Hinduism Year 2: Christianity and Islam Year 3: Christianity,

More information

RE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors

RE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors Chase Lane Primary School and Nursery Unit RE Policy Updated January 2015 Main author Kim Veldtman Next review October 2017 or earlier if necessary Ratified by Governors 30.6.15 1 Chase Lane Primary School

More information

Discovery RE and Understanding Christianity: can they be used together?

Discovery RE and Understanding Christianity: can they be used together? Discovery RE and Understanding Christianity: can they be used together? What do they share in common? So how do their approaches match up? Both resources seek to provide teachers with practical tools to

More information

At Churchwood Everyone Can Religious Education Curriculum Map 2016 ~ 2017

At Churchwood Everyone Can Religious Education Curriculum Map 2016 ~ 2017 At Churchwood Everyone Can Religious Education Curriculum Map 2016 ~ 2017 Planning follows A Journey of Discovery the East Sussex Agreed Syllabus Text in red is exemplified on https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/primary.aspx

More information

I can share and record occasions when things have happened in my life that made me feel special. 14 and 29

I can share and record occasions when things have happened in my life that made me feel special. 14 and 29 EYFS - Ayresome SMSC Overview How and why is each person unique and special? Which people are special L.I - To gain an understanding that each to us and why? person is unique and valuable. I can share

More information

Religions of South Asia. Hinduism Sikhism Buddhism Jainism

Religions of South Asia. Hinduism Sikhism Buddhism Jainism Religions of South Asia Hinduism Sikhism Buddhism Jainism Hinduism Historical Origins: Hinduism is one of the world s oldest religions and originated in India in about 1500 BC. Scholars believe that it

More information

Non - Statutory Guidance. Section 1. Curriculum Planning

Non - Statutory Guidance. Section 1. Curriculum Planning Section 1 - Curriculum Planning Non - Statutory Guidance Section 1 Curriculum Planning 1 Section 1 Section 1 - Curriculum Planning Religious Education for the Foundation Stage The Foundation Stage begins

More information

HAREWOOD JUNIOR SCHOOL KEY QUESTIONS SUBJECT: Religious Education (Year 3) KEY QUESTIONS: T1 T2 T3 T4 T5 T6. PROGRESSIVE QUESTIONS So that they can...

HAREWOOD JUNIOR SCHOOL KEY QUESTIONS SUBJECT: Religious Education (Year 3) KEY QUESTIONS: T1 T2 T3 T4 T5 T6. PROGRESSIVE QUESTIONS So that they can... HAREWOOD JUNIOR SCHOOL QUESTIONS SUBJECT: Religious Education (Year 3) PROGRESSIVE QUESTIONS So that they can... 1b What makes some books sacred, what do they tell us and how are they used? What is the

More information

Superheroes Traditional Construction. Company Christianity Noah s Ark Hinduism: Looking at objects on the Puja tray (worship)

Superheroes Traditional Construction. Company Christianity Noah s Ark Hinduism: Looking at objects on the Puja tray (worship) KEY STAGE 1 RE CURRICULUM YEAR 1 Green fingers Magic & Sparkle Superheroes Traditional Construction Witches and Wizards A Walk on the Wild Side 1 Festival The Aum symbol (Art link) Festivals-Diwali Creation

More information

RE Curriculum Overview

RE Curriculum Overview RE Curriculum Overview Term/ Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 1 What can be special about living with family and friends? All religions and worldviews Why do Christians celebrate Christmas?

More information

Subject Overview 5 Year Curriculum pathway

Subject Overview 5 Year Curriculum pathway Subject Overview 5 Year Curriculum pathway Year 7 Year 8 Year 9 Year 10 Year 11 Scheme of work Scheme of work Scheme of work Scheme of work Scheme of work Believing in God Believing in God Believing in

More information

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Appendix 1. Red Oaks Primary school version started Term 4 2017. Swindon Agreed Syllabus RE Today 2016 Year 1 Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1.7 What does it 1.1 Who is a

More information

RE Curriculum Overview

RE Curriculum Overview RE Curriculum Overview 2018-2019 RE Overview based upon the Bromley Agreed Syllabus 2018 19 Curriculum Overview for RE - Nursery - integrated weekly at FS Religious Festivals and Celebrations based on

More information

Key Stage: 2 Year: Lower Juniors Subject: Hindu gods and goddesses Time allocation: 1 hour per week

Key Stage: 2 Year: Lower Juniors Subject: Hindu gods and goddesses Time allocation: 1 hour per week Key Stage: 2 Year: Lower Juniors Subject: Hindu gods and goddesses Time allocation: 1 hour per week Part Learning Objectives Activities and Experiences Key Questions 1 To learn about the story of Rama

More information

The Way of the Buddha Key Stage 1 Key Question 1: Why are these words special?

The Way of the Buddha Key Stage 1 Key Question 1: Why are these words special? BMBC 2010 The Way of the Buddha 217 Note about Glossary highlighting. Whilst the Buddha, as a historical character is highlighted *Buddha and found in the Biography section, the terms follower(s) of the

More information

Express ideas and insights into religions and world views

Express ideas and insights into religions and world views Key Stage 1 RE The Focus of RE for KS1 enables children to develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local,

More information

Agreed Syllabus. for Religious Education in the London Borough of Richmond upon Thames

Agreed Syllabus. for Religious Education in the London Borough of Richmond upon Thames Agreed Syllabus for Religious Education in the London Borough of Richmond upon Thames I am pleased to introduce the London Borough of Richmond upon Thames revised Agreed Syllabus for Religious Education.

More information

Religious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things

Religious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things Religious Education in the Early Years Foundation Stage EYFS refers to Early Years Foundation Stage, with reference to standards for learning, development and care, from birth to five and is statutory

More information

A Key Stage 2 Scheme of Work for RE

A Key Stage 2 Scheme of Work for RE A Key Stage 2 Scheme of Work for RE Who is this scheme for? This scheme of work for KS2 meets requirements for the Suffolk RE Agreed Syllabus 2012. It is part of the Emmanuel Project which provides materials

More information

Kenn and Kenton Federation Religious Education Policy

Kenn and Kenton Federation Religious Education Policy Kenn and Kenton Federation Religious Education Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose

More information

Subject: Religious. Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer

Subject: Religious. Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer Subject: Religious Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer Topic / Unit(s) How do contemporary images reflect the beliefs, practices and values of faith communities? Overview / Context

More information

Key Stage 1- Year A Big Question: Why is Pesach important to Jews? Concept: Covenant (promise)

Key Stage 1- Year A Big Question: Why is Pesach important to Jews? Concept: Covenant (promise) Who made the world? Creation Who made the world? How was the world made? How long did it take to make the world? Who is the world important to? Who do we need to say thank you to? Does the story make sense?

More information

Essex scheme of work for RE at Key Stage 1

Essex scheme of work for RE at Key Stage 1 Essex County Council RE MATTERS FOR EVERY CHILD Essex scheme of work for RE at Key Stage 1 The modules are in the following order. If you click on the title in the column at left, you will be taken straight

More information

Paper Reference(s) 4425/02 London Examinations IGCSE. Paper 2 The Religious Community. Thursday 13 November 2008 Morning Time: 1 hour

Paper Reference(s) 4425/02 London Examinations IGCSE. Paper 2 The Religious Community. Thursday 13 November 2008 Morning Time: 1 hour Paper Reference(s) 4425/02 London Examinations IGCSE Religious Studies Paper 2 The Religious Community Thursday 13 November 2008 Morning Time: 1 hour Materials required for examination Answer book (AB08)

More information

Subject: Philosophy, Theology and Ethics

Subject: Philosophy, Theology and Ethics Subject: Philosophy, Theology and Ethics Year 7 1. Introduction to PTE Belief, fact, opinion Ultimate Questions Key Stage 3 2. Judaism Jewish beliefs and practices Stories from the Torah, including Moses

More information

Essex scheme of work for RE at Key Stage 2

Essex scheme of work for RE at Key Stage 2 Essex County Council RE MATTERS FOR EVERY CHILD Essex scheme of work for RE at Key Stage 2 The modules are in the following order. If you click on the title in the column at left, you will be taken straight

More information

Special symbols and objects. Special places Additional focus: Additional focus: living Additional focus: Islam (5 pillars, inc.

Special symbols and objects. Special places Additional focus: Additional focus: living Additional focus: Islam (5 pillars, inc. Key Stage 1 Scheme of Work Module overview Autumn Spring Summer (a) (b) (a) (b) (a) (b) Special people Special words and stories Special symbols and objects Special things in nature Special ways of living

More information

Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations

Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations Edexcel GCE Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations Tuesday 2 June 2009 Afternoon Time: 1 hour 45 minutes Paper Reference 6RS01/01 You must have: Answer Book (enclosed)

More information

RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism. By the way do you like camels? (Islam)

RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism. By the way do you like camels? (Islam) CURRICULUM OVERVIEW Yr 2 Religious Education RE: Autumn 1 Stories and wonders from the religions Islam and Sikhism ICT The Well of Zamzam and the Ka bah (Islam) To learn Muslim beliefs about the well of

More information

West Kingsdown Church of England Primary School. Religious Education Policy

West Kingsdown Church of England Primary School. Religious Education Policy Summer 2015 West Kingsdown Church of England Primary School Religious Education Policy INTRODUCTION This document is a statement of the aims, principles and strategies for the teaching, and learning of,

More information

*X265/10/01* X265/10/01 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 1 NATIONAL QUALIFICATIONS PM 2.30 PM

*X265/10/01* X265/10/01 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 1 NATIONAL QUALIFICATIONS PM 2.30 PM X265/10/01 NATIONAL QUALIFICATIONS 2013 monday, 3 june 1.00 PM 2.30 PM RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 1 There are three Sections in this paper. Section 1 World Religions This section

More information

Appendix 1 1. Good News Expected Outcomes

Appendix 1 1. Good News Expected Outcomes Appendix 1 1. Good News Expected Outcomes I can say what good news is and give two examples. I can retell the Parable of the Good Samaritan. I can describe details from a story Jesus told and details from

More information

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations Pearson Edexcel GCE Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations Thursday 18 May 2017 Morning Time: 1 hour 45 minutes Paper Reference 6RS01/01 You must have: Answer Book

More information

Autumn A Autumn B Spring A Spring B Summer A Summer B. What can we learn from sacred books and stories?

Autumn A Autumn B Spring A Spring B Summer A Summer B. What can we learn from sacred books and stories? RE New Curriculum Sept 2015 The following units have been adapted from the Bolton SACRE Syllabus. These are guidelines and may be adapted to suit the needs of your class. However please ensure that you

More information

GCE Religious Studies

GCE Religious Studies GCE Religious Studies RSS09 World Religions 1: Buddhism OR Hinduism OR Sikhism Report on the Examination 2060 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright

More information

Mark Scheme (Results) June GCSE Religious Studies (5RS14) Sikhism

Mark Scheme (Results) June GCSE Religious Studies (5RS14) Sikhism Scheme (Results) June 2011 GCSE Religious Studies (5RS14) Sikhism Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications

More information

Gateshead Agreed Syllabus for Religious Education 2018

Gateshead Agreed Syllabus for Religious Education 2018 Gateshead Agreed Syllabus for Religious Education 2018 Contents Page Preface... 3 Foreword... 4 The legal framework... 5 Curriculum aims... 6 The programme of study... 8 Assessment...14 Appendices Appendix

More information

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh)

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield

More information

Topic: National, regional, ethnic and religious cultures

Topic: National, regional, ethnic and religious cultures Topic: National, regional, ethnic and religious cultures Lesson 1: Beliefs about religion Resources: 1. Resource 1 Table 2. Resource 2 Headings 3. Resource 3 Statements KS or Year Group: Y8 Objectives:

More information

Harehills Primary School Religious Education Overview. Celebrations Special People The World Around Us Living Things

Harehills Primary School Religious Education Overview. Celebrations Special People The World Around Us Living Things F2 Me/Identity/Diversity Me and My Family Harehills Primary School Religious Education Overview Celebrations Special People The World Around Us Living Things Special Books Celebrations F1 Where do we live?

More information

Studies of Religion I

Studies of Religion I 2016 HIGHER SCHOOL CERTIFICATE EXAMINATION Studies of Religion I Total marks 50 Section I Pages 2 5 General Instructions Reading time 5 minutes Working time 1 1 hours 2 Write using black pen Write your

More information

Unit 2: Judaism The Torah The composition and copying of the Torah (e,g. laws, history, poetry and stories)

Unit 2: Judaism The Torah The composition and copying of the Torah (e,g. laws, history, poetry and stories) Topic chart Units Religious Education topics Content Unit 1: Introduction Messages and methods of communication Ways of communicating important messages Sacred books in worship Sacred books and communities

More information

Emmaus Federation RE Long-term Plan (Swineshead) R 1 1/2 2/ Priory UC: Understanding Christianity

Emmaus Federation RE Long-term Plan (Swineshead) R 1 1/2 2/ Priory UC: Understanding Christianity Emmaus Federation RE Long-term Plan (Swineshead) Year A Autumn 1 R 1 1/ /3 3 4 5 6 Priory UC: Understanding Myself Recognise and explore feelings Creation UC 1.1 Christians believe made the world? Being

More information

Support for Religious Education

Support for Religious Education Book 1 Christianity 1 About Christianity Deduction: true/false 2 The Life of Jesus Sequencing 3 First Christmas Labelling 4 Bible (1) - the Old Testament Sorting information 5 Bible (2) - the New Testament

More information

Year 8: RE Project One - Sources of Religious Authority

Year 8: RE Project One - Sources of Religious Authority Year 8: RE Project One - Sources of Religious Authority Title: Where does religious authority come from? Timescale: This work MUST be handed in on the...at the beginning of your lesson Overview: In this

More information

MONDAY, 26 MAY 9.00 AM AM

MONDAY, 26 MAY 9.00 AM AM X265/10/01 NATIONAL QUALIFICATIONS 2014 MONDAY, 26 MAY 9.00 AM 10.30 AM RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 1 There are three Sections in this paper. Section 1 World Religions This

More information

YEAR 3 Article 14: Children have the right to think and believe what they want, and to practise their religion.

YEAR 3 Article 14: Children have the right to think and believe what they want, and to practise their religion. CURRICULUM OVERVIEW Yr 3 Religious Education RE: Autumn 1 The Bible An amazing discovery. The Dead Sea Scrolls. To begin to comprehend that the Bible tradition goes back over thousands of years of history

More information

A-level Religious Studies

A-level Religious Studies A-level Religious Studies RSS09 World Religions 1: Buddhism OR Hinduism OR Sikhism Report on the Examination 2060 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright

More information

Agreed Syllabus for Religious Education

Agreed Syllabus for Religious Education Agreed Syllabus for Religious Education Exploring and understanding values and beliefs 2012 edition Contents Statement of Intent ASC Members Foreword Non-Statutory Guidance 2010 3 4 5 Key Stage 1 Key Stage

More information

R.E. OVERVIEW. Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1

R.E. OVERVIEW. Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1 R.E. OVERVIEW Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1 Buddhism Buddhismenrichment 1 2 Beliefs Stories re Buddhism In home; in practice Internet

More information

SECTION 1. What is RE?

SECTION 1. What is RE? SECTION 1 What is RE? 1. The Legal Requirements for Religious Education... 3 2. The Importance of Religious Education... 4 3. The Three Elements of Religious Education?... 5-7 4. The Fundamentals of Religious

More information

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION

WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION 2015 1 INDEX Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About RE in the curriculum The contributions

More information

Friday 14 June 2013 Afternoon

Friday 14 June 2013 Afternoon Friday 14 June 2013 Afternoon GCSE RELIGIOUS STUDIES B (PHILOSOPHY AND/OR APPLIED ETHICS) B601/01 Philosophy 1 (Deity, Religious and Spiritual Experience, End of Life) *B620040613* Candidates answer on

More information

Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education)

Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education) Key Stage 2: Year 3 Unit on Islam (Ref: Essex County Council Agreed Syllabus for Religious Education) MUHAMMAD AND THE QUR AN 1. The revelation of the Qur an Key questions Key words/ Concept/s Learning

More information

I Can Attainment Statements from Non Statutory Framework merged to REC curriculum framework

I Can Attainment Statements from Non Statutory Framework merged to REC curriculum framework Level Step 1 Step 2 End of Key stage 1 expecta tions Know and Understand a range of religions and worldviews so they can: Describe explain analyse, investigate and enquire, respond, appreciate and appraise

More information

General Certificate of Education Advanced Subsidiary Examination June 2015

General Certificate of Education Advanced Subsidiary Examination June 2015 General Certificate of Education Advanced Subsidiary Examination June 2015 Religious Studies RSS09 Unit J World Religions 1: Buddhism OR Hinduism OR Sikhism Thursday 14 May 2015 9.00 am to 10.15 am For

More information

Curriculum Map for Religious Education. Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Curriculum Map for Religious Education. Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Curriculum Map for Religious Education Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 EYFS 1 Hands believe God created our world. - hands have power to create and destroy - To be able to use

More information

This unit is co-teachable with aspects of the WJEC and Eduqas GCSE Religious Studies specifications.

This unit is co-teachable with aspects of the WJEC and Eduqas GCSE Religious Studies specifications. WJEC PATHWAYS - ENTRY QUALIFICATIONS Title Places of worship Unit Ref. No. Entry Code Level Entry 2 / 3 Credit Value 3 Unit aim This unit aims to enable learners to gain knowledge and understanding of

More information

Exam Review and Study Guide for January Cultural Tolerance Syncretism Multiculturalisjm Pantheism Secularism Catholic

Exam Review and Study Guide for January Cultural Tolerance Syncretism Multiculturalisjm Pantheism Secularism Catholic and Study Guide for January 2013 Key Terms/Figures/Events: Ninian Smart Model Monotheism Atheism Polytheism Agnosticism Religions Pluralism Judaism Anti Semitism Bar/bat mitzvah Covenant Holocaust Kabala

More information

Elliott Park School Religious Education (R.E.) Policy and Scheme of Work

Elliott Park School Religious Education (R.E.) Policy and Scheme of Work Elliott Park School Religious Education Policy 1 Elliott Park School Religious Education (R.E.) Policy and Scheme of Work Policy created: November 2015 Review date: November 2016 Elliott Park School Religious

More information

SPRING. YEAR GROUP, TERM, UNIT TITLE, TIME ALLOCATION 156 Hours over 4 years (approximately 13 hours per term)

SPRING. YEAR GROUP, TERM, UNIT TITLE, TIME ALLOCATION 156 Hours over 4 years (approximately 13 hours per term) SPRING YEAR GROUP, This unit introduces Sikhism and what it means to belong to a religion. (6 hours) For time allocation see Hertfordshire page 6 AT1 (Level 3) Beliefs and teachings Develop religious and

More information

Excellence with compassion Love your neighbour as yourself Mark 12.31

Excellence with compassion Love your neighbour as yourself Mark 12.31 St Mary s Bryanston Square CE Primary School Religious Education Policy December 2016 Excellence with compassion Love your neighbour as yourself Mark 12.31 Our Vision To provide an excellent learning environment,

More information

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations Edexcel GCE Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations Monday 13 May 2013 Morning Time: 1 hour 45 minutes Paper Reference 6RS01/01 You must have: Answer Book (enclosed)

More information

Social Studies 2nd Nine Weeks. Vocabulary, People, and Places

Social Studies 2nd Nine Weeks. Vocabulary, People, and Places Social Studies 2nd Nine Weeks Vocabulary, People, and Places 1 Ahimsa Buddhism, Hinduism, Jainism and Sikhism, Belief in nonviolence and a reverence for all life. Ascetic Severe self-discipline to live

More information

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations

Religious Studies. Advanced Subsidiary Unit 1: Religious Studies Foundations Pearson Edexcel GCE Religious Studies Advanced Subsidiary Unit 1: Religious Studies Foundations Tuesday 13 May 2014 Morning Time: 1 hour 45 minutes Paper Reference 6RS01/01 You must have: Answer Book (enclosed)

More information